Assistant Principal-Range 3 - Curriculum Portfolio

Job Description

Schools (Government) Applications close Thursday 20 February 2025 at 11.59PM Overview Work type: Full time Salary: Salary not specified Grade: Assistant Principal-Range 3 Occupation: Teacher Location: Eastern Metropolitan Reference: 1464742Officer Secondary College was founded in 2015 and has grown rapidly. Currently, our enrolments continue to sit around 1000 students. The College is located in Melbourne’s South-East with convenient access via the M1 motorway and Pakenham train lines. Vision Officer Secondary College is a 21st century learning community with strong, vibrant partnerships between students, teachers, families, and the broader community. Our educational philosophy is centred on evidence-based practice and high-quality relationships. This is underpinned by the values: Respect, Creativity, Inclusion, Critical Thinking, Excellence, and Citizenship. The College motto is 'Learning together, learning to lead, together we inspire.' We believe that every student should have an opportunity to choose a life that has meaning and that every child can achieve success. At Officer Secondary College, we believe that teaching and learning is an ongoing journey. We embody a culture of continuous improvement and promote a culture of high expectations. This is visible through our INSPIRE instructional model, our PLC structures, and a shared ownership of student learning data. New Teacher Support Our College is committed to excellence and has highly effective systems to support teachers that are new to the college. The bulk of all meeting time has a professional development focus, and there are a number of highly subscribed optional professional development sessions to further augment teacher skills. All teachers new to the college are assigned a mentor, who supports them with induction and classroom coaching to hone their skills. Additional information about our professional development and support for new teachers can be found in the employment section of the school website. The Teaching and Learning program at Officer Secondary College is grounded in evidence and research. Our INSPIRE Instructional Model (IM) embodies the elements of the new VTLM 2.0, with structures embedded across the College to support both the elements of teaching and learning. It focuses on three key elements: What we teach, How we teach, and Who we teach. We are committed to building the capacity of all our teachers in each of these areas and provide a wide range of professional learning opportunities to support teachers throughout the year. Officer Secondary College is a Professional Learning Community (PLC). Significant meeting time is devoted to teachers working in subject teams to analyse formative assessment data, identify appropriate interventions, and share effective strategies. We know that this is the most effective model to maximise both teacher and student learning. Learning Communities Officer Secondary College has a 'school within a school' model to ensure that every student has a core team of teachers and leaders they can connect with and build ongoing relationships with over the course of their schooling. Our 6 Learning Communities were named by our students, reflecting our focus on student voice and inclusion. These Learning Communities foster an encouraging and friendly atmosphere in which students can learn effectively and prevent problems before they occur. The Learning Communities extend beyond just the students, with every member of staff belonging to a Learning Community, working with Leadership, Teachers, and Students to ensure that every student feels safe, known, and is making learning growth. Each Learning Community is led by a Learning Community Leader, whose primary responsibility is to support the students in their Learning Community during their time at Officer Secondary College. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community throughout their time at Officer Secondary College, which allows Learning Community Leaders and Learning Community Staff to develop a close relationship with each student and understand each student's individual needs. Learning Community Leaders liaise with students' families as the need arises. Officer Secondary College provides a supportive environment in which students are prepared to take on challenges, be that in the classroom, in sport, or by taking a role in student leadership. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond. Positive Behaviour Support Officer Secondary College has an embedded School-wide Positive Behaviour Support framework that has been awarded the Gold Level of implementation. SW-PBS is a core part of the work of Leadership, Staff, and Students at Officer Secondary College and underpins the WHO we teach in our INSPIRE model. We use SW-PBS to improve the social, emotional, behavioural, and academic outcomes for children and young people. By implementing SWPBS, teachers and students at Officer Secondary College have more time to focus on relationships and classroom instruction. Students and staff benefit from: a safe and orderly learning environment where students are well known increased respectful and positive behaviour increased time focused on instruction positive and respectful relationships among students and staff increased adoption of evidence-based instructional practices a predictable learning environment with improved perceptions of safety and increased attendance Applicants must include the following in their application: a resume including relevant experience as well as personal details (name, address, email address, and contact numbers, business and home) a section addressing the selection criteria and the requirements for application under the Who May Apply section proof of residency, citizenship, or naturalisation names and contact numbers (telephone and email if possible) of at least two referees VIT/WWCC copy Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. PLEASE ENSURE THAT YOU INCLUDE YOUR VIT/WWCC DETAIL IN YOUR APPLICATION Selection Criteria (The school must develop their own individual Selection Criteria based on the 5 core elements as outlined in the Selection Part of Ministerial Order 1388 for Assistant Principal Positions and should delete this statement as part of that process.) Role The assistant principal reports directly to the principal. Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision, and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget, and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies, and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision-making. The management of significant school program or functional areas in schools involves assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students. Typically, assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources. Responsibilities Typically, assistant principals perform one or more of the following functions: supervision and coordination of the work of senior curriculum or level coordinators; allocation of budgets, positions of responsibility, and other resources within the area of responsibility; supervision of the delivery of teaching programs; management of programs to improve the knowledge and experience of staff; responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators; contribute to the overall management of the school; Who May Apply Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching. EEO AND OHS Commitment Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability, and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar. The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership, and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Applications close Thursday 20 February 2025 at 11.59PM #J-18808-Ljbffr